Introduction: This lesson is in the middle of a Civil War unit. Prior to this lesson the classroom teacher has taught the students background information. The educators have co-explained the project and helped students select their topic (from either individuals, events, issues and impact, form groups of three to four, and start their checklists. Students have also completed their research in the library with the assistance of both educators.
Planning · Reading Comprehension Strategy-Synthesizing · Reading Development Level- Advancing (Middle School) · Instructional Strategies- Graphic organizer, collaboration, modeling, synthesizing · Lesson Length- 1 - 50 minute class period (within a 6 lesson module) · Purpose- The purpose of this lesson is for students to synthesize information and present their research using a Web 2.0 tool. · Objectives- After lessons covering the background of the Civil War and inquiry related to expanding this background knowledge, students will:
synthesize their information using a graphic organizer
select one of 3 different Web 2.0 tools,
be able to distinguish the different strengths of the tools and what types of presentations for which the tools would be best utilized,
begin exploring the tools for their Civil War presentation and creating thier final project.
· Resources, Materials, and Equipment Children’s or Young Adult Literature (fiction and informational books)
Printed Materials
Burke, Johanna. The American Civil War in Texas. New York: Rosen, 2010.
Dosier, Susan. Civil War Cooking : the Confederacy. Mankato, Minn.: Blue Earth Books, 2000. Print.
---. Civil War Cooking : the Union. Mankato, Minn.: Blue Earth Books, 2000. Print.
Durham, Merle. The Lone Star State Divided: Texans and the Civil War. Dallas, TX: Hendrick-Long Pub., 1994.
Faust, Patricia L., ed. Historical Times Illustrated Encyclopedia of the Civil War. New York: Harper & Row, 1986.
Foote, Shelby. The Civil War: A Narrative. 3 vols. New York: Random House, 1958–1974.
Heidler, David S., and Jeanne T. Heidler, eds. Encyclopedia of the American Civil War: A Political, Social, and Military History. 5 vols. Santa Barbara, Calif.: ABC-CLIO, 2000.
McDonald, Archie P. Primary Source Accounts of the Civil War. Berkeley Heights, NJ: MyReportLinks.com, 2006. The Civil War / Jordan, Anne Devereaux
Silverman, Jerry. Songs and Stories of the Civil War. Brookfield, CT: Twenty-First Century, 2002.
The Civil War Society. The American Civil War. a Multicultural Encyclopedia. Danbury, CT: Grolier Educational.
Uschan, Michael V. The Cavalry During the Civil War. San Diego, CA: Lucent, 2003.
Videorecording
Texas Battles of the Civil War. By Cindy Sandell. VIS Enterprises, 2001.
The home front:life in Texas during the Civil War. Forest Glen Production and W.S. Benson & Company, 1998.
Materials: Students are responsible for maintaining a folder with notes and handouts from the previous classes.
Equipment: Student computers, Laptop and LCD Projector to show Prezi.
· Collaboration:Teacher and Librarian collaborated and located appropriate resources for the lesson. The core teacher taught the background knowledge, but both educators present the project overview. The educators will team up to create and show the Prezi which will contain an overview of the project to this point. After the presentation, the educators will monitor student groups to answer questions, assist and guide students. · Assessment Educators will monitor students' ability to synthesize information and create presentation. Educators will use a rubric to assess their achievement. Students will use a checklist to ensure they have followed all of the required steps. Educators will use a separate rubric/survey to assess their collaboration. Rubric Student and Teacher Rubric for grading
Category
10 points
7 points
4 points
0 points
Group Work
All students in the group engaged in research. All students are responsible for maintaining their own materials. All students participate by note-making even if they are not the primary computer operator. Group uses appropriate social skills to negotiate tasks by assigning responsibilities, (see your check list).
Group must be redirected for one of the following reason:
Inappropriate web site,
Not all group members maintain their own materials,
Not all group members shouldering their share of responsibility as assigned on the checklist.
Group must be redirected more than once for a combination of the following reasons:
Inappropriate web site,
Not all group members maintain their own materials,
Not all group members shouldering their share of responsibility as assigned on the checklist.
No effort by group to work together.
Information Seeking Skills
At least one of each the following:
Web Site
Primary Source
Print Source
Image
Missing one of the following:
Web Site
Primary Source
Print Source
Image
Missing more than one of the following:
Web Site
Primary Source
Print Source
Image
No sources included.
Web 2.0 Tools
Tool was used in an effective manner. All text is spelled and punctuated correctly.
One of the following requirements was not met:
Tool was used in an effective manner.
All text is spelled and punctuated correctly.
More than one of the following requirements was not met:
Tool was used in an effective manner.
All text is spelled and punctuated correctly.
Web 2.0 tool was not completed.
Presentation
Addressed content in a complete manner. Showed a unique and creative point of view towards presenting the material.
Important elements of the content missing.
Important elements of content missing with little thought to creativity.
No presentation completed.
Personal Narrative
Coherent synthesis of content with correct grammar and spelling.
Important elements of the content are missing or some grammar and spelling errors.
Important elements of the content are missing with some grammar and spelling errors.
No narrative completed.
Works Cited
List in correct MLA format. and images in presentation include URL.
List in MLA format but not correct (not alphabetized or punctuated correctly), or pictures do not include URL.
List not in MLA format or pictures do not include URL.
· Standards (from the TEKS or other state standards) Readingand/or writing 110.19 English Language Arts and Reading TEKS
ELA.07.10.C Use different organizational patterns as guides for summarizing and forming an overiew of different kinds of expository text Ela. 07.10.D Synthsize and make logical connections between ideas within a text and acroos two or three texts repesenting similar or different genres, and support those finding with textual evidence.
Listening and speaking Ela 07.28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Other content areas 113.23 Social Studies TEKS
Soc.07.05.A explain reasons for the involvement of Texas in the Civil War; and Soc.07.05.B analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas. Soc.07.08.Acreate thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; Soc.07.21.A differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; Soc.07.21.C organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; Soc.07.22.A use social studies terminology correctly; Soc.07.22.B use standard grammar, spelling, sentence structure, and punctuation; Soc.07.22.C transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and Soc.07.22.D create written, oral, and visual presentations of social studies information.
Information literacy (from the AASL Standards)
Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning 1.1.9 Collaborate with others to broaden and deepen understanding. 1.3 Responsibilities 1.3.1 Respect copyright/ intellectual property rights of creators and producers.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization)to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.2 Dispositions in Action 2.2.4 Demonstrate personal productivity by completing products to express learning.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess 3.2 Dispositions in Action 3.2.3 Demonstrate teamwork by working productively with others.
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (A) determine and employ methods to evaluate the electronic information for accuracy and validity; (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
Implementation
· Process Motivation Begin with a prezi presentation with a review of our progress and short demonstrations of web2.0 tools the students can choose from. Educators will both present their think aloud so that students can hear different aspects and reasons to pick each one. Students can use the mindmap to help them decide which tool to use. After students choose their presentation tool they will begin filling out their synthesis graphic organizer. Once they have completed the organizer they will begin working on creating presentation on a library computer.
Put information together in your own words and pictures
Create a presentation using technology
Presentation Students will be expected to sit with their groups. The core teacher will review students on the progress made while the Librarian shows the student checklist on the overhead and checks off their progress. The librarian then walks students through the prezi presentation while the teacher walks around the room answering additional questions students may have and noting each groups choice. The core teacher will then model the thinking process on how to fill out the synthesizing graphic organizer while the librarian illustrates note-taking skills by filling in the informationin on the organizer using an overhead projector. After the presentation, both educators will assist student groups complete the graphic organizer to create an outline of their presentation and synthesize their information. After 10-15 minutes the class will be transfered to the library so that student groups may begin on their presentation as soon as they have finished their organizers. Both educators will move between the computer stations and tables assisting students as needed. Student Participation Procedures
Keep up with the student checklist and check off any additional sections they have completed while the teacher is reviewing
Raise hand to stop prezi presentation and ask questions
Decide with group which web2.0 tool to use
Work with group to finish graphic organizer
Raise hand to ask for help with synthesizing
Raise hand for assistance with Web2.0 tool.
Guided Practice Monitor student groups and have student concentrate on synthesizing their information. Provide addtitional modeling and support as needed. Closure About 10 minutes until the class period ends have students save their work and log off of the computers. Educators will lead a short conversation where the students will explain which tool they choose and how it helps them synthesize and protray their information. If any student changed their tool they will give their reasoning. Students will also explain what the easiest and hardest thing about synthesizing their information. Reflection How did the graphic organizer help students create their presentation? How could the presentation be improved? Which web2.0 tool was the most popular? Was there a tool that did not work well for this assignment? How well did the students synthesize their information? What could be tweaked to assist students synthesizing?
Students will use their checklist and complete their presentation tools the following day on the library computers with the assistance of both educators.. On the second day, students will present their presentations to the class to be graded by the teacher and librarian.
· Extensions (Moreillon 15)
Students can upload their presentations to the class wiki which can be placed on the school's website. Students could also create a reenactment based on the information they learned. Students could vote on the best projects from each category. The winners could then present their projects to the 6th grade students (or elementary students if an elementary school would agree to this).
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
4.2 Lesson Plan Template Page:
Introduction: This lesson is in the middle of a Civil War unit. Prior to this lesson the classroom teacher has taught the students background information. The educators have co-explained the project and helped students select their topic (from either individuals, events, issues and impact, form groups of three to four, and start their checklists. Students have also completed their research in the library with the assistance of both educators.
Planning
· Reading Comprehension Strategy-Synthesizing
· Reading Development Level- Advancing (Middle School)
· Instructional Strategies- Graphic organizer, collaboration, modeling, synthesizing
· Lesson Length- 1 - 50 minute class period (within a 6 lesson module)
· Purpose- The purpose of this lesson is for students to synthesize information and present their research using a Web 2.0 tool.
· Objectives- After lessons covering the background of the Civil War and inquiry related to expanding this background knowledge, students will:
- synthesize their information using a graphic organizer
- select one of 3 different Web 2.0 tools,
- be able to distinguish the different strengths of the tools and what types of presentations for which the tools would be best utilized,
- begin exploring the tools for their Civil War presentation and creating thier final project.
· Resources, Materials, and EquipmentChildren’s or Young Adult Literature (fiction and informational books)
Printed Materials
---. Civil War Cooking : the Union. Mankato, Minn.: Blue Earth Books, 2000. Print.
Videorecording
Websites (including pathfinders)
Graphic Organizers
and
web 2.0.doc
- Materials: Students are responsible for maintaining a folder with notes and handouts from the previous classes.
- Equipment: Student computers, Laptop and LCD Projector to show Prezi.
· Collaboration:Teacher and Librarian collaborated and located appropriate resources for the lesson. The core teacher taught the background knowledge, but both educators present the project overview. The educators will team up to create and show the Prezi which will contain an overview of the project to this point. After the presentation, the educators will monitor student groups to answer questions, assist and guide students.· Assessment
Educators will monitor students' ability to synthesize information and create presentation. Educators will use a rubric to assess their achievement. Students will use a checklist to ensure they have followed all of the required steps. Educators will use a separate rubric/survey to assess their collaboration.
Rubric Student and Teacher Rubric for grading
Category
Student Checklist
Check when Completed
List of tasks to complete
#Educator Assessment of Collaborative Lesson Survey
· Standards (from the TEKS or other state standards)
Reading and/or writing
110.19 English Language Arts and Reading TEKS
ELA.07.10.C Use different organizational patterns as guides for summarizing and forming an overiew of different kinds of expository text
Ela. 07.10.D Synthsize and make logical connections between ideas within a text and acroos two or three texts repesenting similar or different genres, and support those finding with textual evidence.
Listening and speaking
Ela 07.28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Other content areas
113.23 Social Studies TEKS
Soc.07.05.A explain reasons for the involvement of Texas in the Civil War; and
Soc.07.05.B analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.
Soc.07.08.Acreate thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries;
Soc.07.21.A differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
Soc.07.21.C organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
Soc.07.22.A use social studies terminology correctly;
Soc.07.22.B use standard grammar, spelling, sentence structure, and punctuation;
Soc.07.22.C transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
Soc.07.22.D create written, oral, and visual presentations of social studies information.
Information literacy (from the AASL Standards)
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning
1.1.9 Collaborate with others to broaden and deepen understanding.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization)to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2 Dispositions in Action
3.2.3 Demonstrate teamwork by working productively with others.
Educational technology
126.12. Technology Applications (Computer Literacy),
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software;
(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(A) determine and employ methods to evaluate the electronic information for accuracy and validity;
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
Implementation
· Process
Motivation
Begin with a prezi presentation with a review of our progress and short demonstrations of web2.0 tools the students can choose from. Educators will both present their think aloud so that students can hear different aspects and reasons to pick each one. Students can use the mindmap to help them decide which tool to use. After students choose their presentation tool they will begin filling out their synthesis graphic organizer. Once they have completed the organizer they will begin working on creating presentation on a library computer.
Civil War on Prezi
Student-friendly Objectives
- Organize key facts, information, and ideas
- Put information together in your own words and pictures
- Create a presentation using technology
PresentationStudents will be expected to sit with their groups. The core teacher will review students on the progress made while the Librarian shows the student checklist on the overhead and checks off their progress. The librarian then walks students through the prezi presentation while the teacher walks around the room answering additional questions students may have and noting each groups choice. The core teacher will then model the thinking process on how to fill out the synthesizing graphic organizer while the librarian illustrates note-taking skills by filling in the informationin on the organizer using an overhead projector. After the presentation, both educators will assist student groups complete the graphic organizer to create an outline of their presentation and synthesize their information. After 10-15 minutes the class will be transfered to the library so that student groups may begin on their presentation as soon as they have finished their organizers. Both educators will move between the computer stations and tables assisting students as needed.
Student Participation Procedures
Guided Practice
Monitor student groups and have student concentrate on synthesizing their information. Provide addtitional modeling and support as needed.
Closure
About 10 minutes until the class period ends have students save their work and log off of the computers. Educators will lead a short conversation where the students will explain which tool they choose and how it helps them synthesize and protray their information. If any student changed their tool they will give their reasoning. Students will also explain what the easiest and hardest thing about synthesizing their information.
Reflection
How did the graphic organizer help students create their presentation? How could the presentation be improved? Which web2.0 tool was the most popular? Was there a tool that did not work well for this assignment? How well did the students synthesize their information? What could be tweaked to assist students synthesizing?
Students will use their checklist and complete their presentation tools the following day on the library computers with the assistance of both educators.. On the second day, students will present their presentations to the class to be graded by the teacher and librarian.
· Extensions (Moreillon 15)
Students can upload their presentations to the class wiki which can be placed on the school's website. Students could also create a reenactment based on the information they learned. Students could vote on the best projects from each category. The winners could then present their projects to the 6th grade students (or elementary students if an elementary school would agree to this).
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.